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2015 Florida ACE Conference

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Linda Taylor, CASASVeronica Pavon-baker, CASAS State and National TrainerClaire Valier, CASAS State and National TrainerPhil Anderson, Florida Dept. of Education, State Trainer

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The Changing Landscape of Adult Education

WIOA: Workforce Innovation and Opportunity ActNew NRS Educational Functioning Level (EFL) descriptors based on the College and Career Readiness Standards (CCRS) for AdultsEmphasis on Integration of Education and Training (IET)Emphasis on career pathwaysCommon measures: Skills gains for all partners, not just WIOA II-Adult Ed.Other indicators of progress- credentials, degrees, other

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Preparing Adult Learners for the 21st Century

CASAS Strategies to Support States and Address WIOA ImplementationContent Standards Alignment with CCR Standards for AdultsAssessmentAlignment with CCR Standards and new NRS Level DescriptorsTransitions Document skills gains and workforce skills TechnologyInteroperability with WIOA partners Professional DevelopmentOnline PD options

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CCRS for Adult ELLs

In April 2013 the US Department of Education, Office of Career, Technical and Adult Education (OCTAE) published a study, CCR Standards for Adult Education identifying CCR standards from K-12 that are appropriate for Adult Basic Education (ABE) and Adult Secondary Education (ASE) learners. OCTAE is launching a similar study to identify appropriate K-12 CCR standards for Adult ESL learners and produce revised NRS EFL Descriptors for ELLs.This will take time -- 2 years or more.Note the change in terms from ESL (English as a Second Language) or ESOL (English to Speakers of Other Languages) to ELL (English Language Learners)Currently, Adult ELL programs are faced with the challenge of using the ABE/ASE CCR Standards for Adult Education and determining how to apply them for Adult ELLs.Programs continue to use current NRS ESL levels (EFLs) for now.

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Revised Draft NRS ABE/ASELevels and Descriptors

6 NRS Educational Functioning Levels for ABE/ASE5 CCRS Levels (A – E)Draft ABE/ASE NRS EFLs comments from the fieldConcerns about the lowest levelAbility range is too broad and does not go low enoughLow literacy learner ability is not well described Beginning level ABE learners will take a very long time to complete a levelState Directors of Adult Ed suggested measuring skill gain instead of level completion

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NRS EFL Descriptor Revisions and New Test Development

OCTAE published draft ABE/ASE NRS EFLs and got numerous comments from the fieldTimeframe for finalization of NRS EFLs for ABE/ASE affects test developmentNew tests must align with CCRSContent for each test level must align with NRS EFLsRevision of NRS EFLs for ABE/ASE and ELLS are on different schedules Draft WIOA regulations proposed to implement revised ABE/ASE NRS EFLs when 1 test aligned to CCRS is approvedThis policy will probably change in final regulations expected in Spring 2016.We expect a transition period of several years after the final approval of EFLs and extension of approval of the currently approved tests to allow states to plan for the transition and implementation of the revised assessments.

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New Test Series Timeline

2013-2015 Write and field-test new items2015-2016 Conduct research studies with new test forms2015-2016 Submit new test series to NRS for approval for ABE/ASE, depending on finalization of revised NRS ABE/ASE Descriptors2017 or later Ready for ABE/ASE programs to use 2017 or 2018 Submit new series to NRS for approval for ELL, depending on finalization of revised NRS ELL Descriptors2019 or later Ready for ELL programs to use

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New Assessment Series

CASAS is developing new Reading and Math series for use in ESL and ABE/ASE programs in the U.S. Field testing began in January 2014The new Reading and Math series will be aligned to the College and Career Readiness Standards.At Levels C and D, they will focus more on academic skills and are designed for programs that transition adult learners to careers and post-secondary instruction.These new Reading and Math series will continue to measure CASAS Competencies, Content Standards and Task Areas.The new Reading and Math tests will be available using paper test booklets and answer sheets as well as online.

2014 CASAS Summer Institute Reading Focus Group SurveysCCRS Standards for new Reading seriesSurvey of priorities for assessment – by CCRS Reading Anchor Standard and LevelResults indicated focus should be on CCRS R1, R2 and R4Reading closely; cite evidenceMain idea and key detailsVocabularyCASAS Competency Areas and Reading Task Areas for new Reading seriesSurvey of priorities for assessment – by levelResults confirmed the proposed test blueprint specificationsComments to include Reading and Thinking Skills at all levelsThis will be accomplished by aligning with the CCRS.

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CASAS Competency Areas

Reading series blueprint specifications

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# of Items

for

CASAS Level

CASAS Competency Area

A

B

C

D

Basic Communication

9

9

0

0

Community Resources

9

9

7

7

Consumer Economics

9

9

7

7

Health

9

9

7

7

Employment

9

9

11

11

Government and Law

0

0

5

5

Learning and Thinking Skills

0

0

8

8

Total items

45

45

45

45

Slide12

CASAS Reading Task Areas

Reading series blueprint specifications

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%

of Task Areas for CASAS Level

Reading Task Areas

A

B

C

D

Form

15%

15%

10%

10%

Table/chart

20%

15%

20%

20%

Text

30%

45%

45%

45%

Other format

(e.g., sign, label, ad)

35%

25%

15%

15%

Diagrams

0

0

10%

10%

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Test Design and Development Considerations for Adult Education

Many constraints because of limited:funding and budgets for assessmenttime for assessment – 1 hourtechnology resources -- need to offer both CBT and Paper testsstaff availability for scoring assessmentsMultiple-choice has objective scoring. Short answer (generated response) is too expensive to train for and implement for most programs.background knowledge of most ABE/ASE learnersmixed academic and non-academic backgrounds for ESL learnerscultural familiarity for most ESL learnersWhat we can control…Display and item content and difficulty levelCultural appropriatenessVocabulary and question wordingItem formats for learners with disabilities

At All LevelsMore grouped items related to one displayDisplay length ranges: single sentence to passageMore efficient use of testing time“Family members” may vary in:DifficultyStandards/competencies addressed

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Short Reading with Sentence Completion

The Food and Drug administration has issued an update on shellfish. This update supplemented an announcement released on May 18th, clarifying that canned product (now in addition to fresh and frozen shellfish) was considered adulterated.

Consumers should avoid canned products because _____fresh and frozen are healthier.they have been contaminated.their labels are incorrect.they expired on May 18th.

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New Item and Display Features

Syxtar

provides computers and Internet connectivity for purposes limited to company

business. However, employees are

allotted

20 minutes of personal Internet usage per day.

While the company attempts to provide a reasonable degree of privacy, all

communications, including personal communications, that use company computers, technology,

encounter websites that contain controversial, inappropriate, or offensive content. It is

impossible

for the IT Department to define such content comprehensively.

It

is the

employee’s

responsibility to determine if a website contains inappropriate material and, if it

does

, not to access such material using company technology

.

Which word is closest in meaning to the underlined word as it is used in line 2?

allowed

delivered

withheld

assigned

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Item Family Approach

Business or Busyness? The sight of a busy employee warms the heart of a manager. When workers are frantically busy with e‑mails, constantly making phone calls, and consulting with fellow employees even during lunch, however, they are not necessarily as productive as they could be. Success in life may mean enjoying the journey rather than the destination, but success in business is measured by end results. Calling and e-mailing need to happen, but they should be purposeful and efficient. Meetings should be focused and short. And in an over-busy workplace, interruptions and distractions take their toll on everyone’s concentration and productivity. The atmosphere at some of the most successful companies is often anything but frenetic; it can be calm and casual. The relaxed atmosphere allows quiet focus that encourages productive output and meaningful results. These companies recognize a difference between busyness and business.

What point does the article make?In business as in life, how we achieve our goals matters.Managers too often misinterpret what their staff is saying.What we observe in a workplace may not tell the whole story.It is misleading to look at end results as a measure of business success.What does the writer say about everyday life?A successful life is very similar to a successful business.Success in life is not necessarily measured by accomplishments.Everyone needs balance in their life between work and play.Most people do not take life as seriously as they should.

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Item Family Approach

Business or Busyness? The sight of a busy employee warms the heart of a manager. When workers are frantically busy with e‑mails, constantly making phone calls, and consulting with fellow employees even during lunch, however, they are not necessarily as productive as they could be. Success in life may mean enjoying the journey rather than the destination, but success in business is measured by end results. Calling and e-mailing need to happen, but they should be purposeful and efficient. Meetings should be focused and short. And in an over-busy workplace, interruptions and distractions take their toll on everyone’s concentration and productivity. The atmosphere at some of the most successful companies is often anything but frenetic; it can be calm and casual. The relaxed atmosphere allows quiet focus that encourages productive output and meaningful results. These companies recognize a difference between busyness and business.

What does the writer advocate?reassessing customary indicators of worker productivity reviewing approaches to making staffing decisions reevaluating accepted concepts of manager/employee relationsrethinking the emphasis on maximum worker outputWhat does the writer offer?an approach to setting production goalsan observation on workplace efficiencya method for measuring worker productivitya way of monitoring workplace activity levels

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Item Family Approach

Business or Busyness? The sight of a busy employee warms the heart of a manager. When workers are frantically busy with e‑mails, constantly making phone calls, and consulting with fellow employees even during lunch, however, they are not necessarily as productive as they could be. Success in life may mean enjoying the journey rather than the destination, but success in business is measured by end results. Calling and e-mailing need to happen, but they should be purposeful and efficient. Meetings should be focused and short. And in an over-busy workplace, interruptions and distractions take their toll on everyone’s concentration and productivity. The atmosphere at some of the most successful companies is often anything but frenetic; it can be calm and casual. The relaxed atmosphere allows quiet focus that encourages productive output and meaningful results. These companies recognize a difference between busyness and business.

What conclusion can be drawn from the article?Productivity is not a good measure of end results.Improving efficiency will not increase productivity.Activity is not the only indicator of productivity.Productivity should not be a main concern for businesses.Based on the article, which of these statements is true?A busy staff is a sign of an ineffective manager.The more relaxed the workplace, the more productive the business.Staff input is vital in achieving business goals.Results are the best indicator of workplace efficiency.

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Slide22

Depth of Knowledge (DOK)

The new College and Career Readiness Standards and the Common Core State Standards in language arts and mathematics reflect higher-order thinking. DOK describes levels of cognitive processingOne of 4 criteria of Norman Webb’s Alignment Tool (2005), WI Center for Education Research Related to Bloom’s Taxonomy of Educational Objectives – Knowledge, Understanding, Application, Analysis, Synthesis, Evaluation (1956)

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Slide23

Depth of Knowledge (DOK)

Four DOK levels: Recall, Reproduction, RecitationApplication of Skill/ConceptStrategic ThinkingExtended ThinkingLevels of cognitive processing, not difficultyFinal Jeopardy is always a DOK 1!!! See the “DOK Wheel” handoutNote of caution: The Depth of Knowledge is NOT determined by the verb, but the context in which the verb is used and the depth of thinking required. (See “describe” in the wheel at 3 different levels.)

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Academic Word Lists

The Academic Word List (AWL)developed by Averil Coxhead at the School of Linguistics and Applied Language Studies at Victoria University of Wellington, New Zealand. The list contains 570 word families which were selected because they appear with great frequency in a broad range of academic texts. The list does not include words that are in the most frequent 2000 words of English (the General Service List), thus making it specific to academic contexts. Alphabetized version (see handout)

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Assessment and Research

Field TestingCASAS is field testing new Reading and Math items in CASAS eTests Online.Research Studies related to Test DevelopmentCASAS requests agencies to participate in a variety of research studies for the new Reading test series.These studies began in July 2014 and will continue through 2018.Contact Andrea Shields at 800-255-1036, ext. 143 to participate.

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Revision of the CASAS Reading Content Standards

In 2013, CASAS began revising the CASAS Reading Content Standards Incorporated field input gathered since 2009Revised the categories and standardsCombined some related standards to streamline and shorten the documentReduced the number of literature-related standardsRe-named and re-organized the categories and standardsNumber of categories reduced from 9 to 4Number of standards reduced from 125 to 51Added new standards from the CCR Standards for Adult Education in the English Language Arts and Literacy areas of Reading, Reading Foundations and LanguageAll CCRS Anchor Standards in these 3 areas are referenced once or more in the revised CASAS Reading Standards.

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Revision of the CASAS Reading Content Standards

Included references to the CASAS Reading Task Areas in Category 3:FormsCharts, tables, graphs, and mapsTextDiverse formats (ads, labels, etc.)Measurement scales and diagramsCASAS has convened Technical Advisory Groups to get input on the revised Reading Content Standards and on plans for the new Reading series, including input from Florida practitionersRevisions to the CASAS Reading Content Standards will be completed in Fall 2015CASAS will offer a webinar to present the revised version

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Revised CASAS Reading Standards Categories

1 – Foundational Literacy2 – Language and Vocabulary3 – Literal and Inferential Comprehension Task and Text Types - includes CASAS Reading Task Areas Reading Comprehension Strategies4 – Higher Order Reading Skills Informational and Literary Text Literary Text OnlyTo align assessment with instruction, the categories for reporting test results for the new CASAS Reading series will be the same as the categories in the revised CASAS Reading Standards.

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NEW Life and Work Listening 980 Series

CASAS Life and Work Listening 980 series (Forms 981-986) was recently approved by the USDOE Office of Career, Technical and Adult Education for NRS reporting purposes through June 30, 2017.Florida agencies may continue using the 80 series Life and Work Listening according to FDOE Policy:For information purposes, not for NRS reportingFor instructional placementFlorida agencies may also use the new 980 series Life and Work Listening according to FDOE Policy:For information purposes, not for NRS reportingFor instructional placement

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NEW Life and Work Listening 980 Series

Florida agencies will continue to be required to report Reading and Listening scores to the FDOE. Florida agencies may use either the 80 or 980 series listening tests for reporting test scores to FDOE, not for NRS reporting.FDOE will continue to report only CASAS Reading scores to NRS.

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NEW Life and Work Listening 980 Series

Students pre-tested on one series must post-test on the same series. 80 to 80 – 980 to 980 Agencies that decide to use the new 980 Life and Work 980 Series must pretest and post-test using the new series (Forms 981-986). Agencies may use the Appraisal Form 80 or the eTests Listening Locator to place into the Listening 980 Series.

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NEW Life and Work Listening 980 Series

980 Series tests are slightly longer to improve content coverage. 980 series test content is similar to the 80 series – similar CASAS Competencies and Listening Content Standards are measured.There are additional lower level items at the beginning of Level A and additional higher level items at the end of Level C.The item types are the same except Level A test booklets (981/982) contain an item type with color photos.

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Life and Work Listening 980 Series

The LWL 980 series has revised scale scores:

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Slide34

DOE Policy on Use of Lower Score

Adult Education Assessment TA Paper, Page 2Students enrolled in the Adult ESOL course are required to test in reading and listening skill areas. Use the reading score to establish and report to FDOE. Use the lower score of reading or listening to assign the student to a classroom that provides instruction at the level of the lower score. Submit both reading and listening test information to the FDOE in accordance with FDOE instructions for reporting.

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Use of Test Results for Instruction

CASAS is a system with 3 main supports:CurriculumInstructionAssessmentTeachers need to know the areas their students are struggling in.

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CASAS: An Integrated Systems Approach

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Slide37

Class Performance by Competency – sample report

Test Question

Number

Percentage of Students

who answered this question correctly

The Competency Number on which this question is based

The Competency Description gives more detail about the Competency Number

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Slide38

3 Resources for Instruction

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Slide39

Content Standards

Content Standards are clear statements of skills that students need to have at specific levels.Content standards identify the underlying basic skills associated with CASAS Competencies.

Content Area2. Community resourcesCompetency Area2.2 Understand how to locate and use transportationCompetency Statements2.2.2 Recognize and use signs related to transportation2.2.4 Interpret transportation schedules and fares

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Slide43

Time allowed for Reading Tests

CASAS policy is to allow one hour for reading tests.This rule applies to all tests, from Level A through Level D.When time is called at one hour students may finish the question they are on but may not continue to the next question.

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Slide44

Use of Touchscreens

All CASAS Reading and Listening tests can be used with a touchscreen.They are especially useful for adult learners who are not familiar with using a computer.Built-in touchscreens have come down in price and are much more affordable than they were before.

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Assessment – ESL Intake Process (Using Forms 27/28 Online)

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Use of Forms 27/28

The Form 27 Practice Items are used in the ESOL intake process as the first step in a screening process to determine whether a student might have limited literacy skills. The Form 27R or 28R pre- and post-tests can be given to students who take Form 81R or 82R and score below the accurate range. This test sequence has been programmed in CASAS eTests.Florida policy for scoring Forms 27/28 is that they are only valid up to a CASAS scale score of 180.If a student scores above 180 on Form 27R or 28R, retest with Form 81R or 82R.Forms 27R and 28R pre- and post-tests are available in CASAS eTestsAs with all Reading and Listening tests in CASAS eTests, these forms can be used with a touchscreen.

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CASAS Technology

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+

Online - Fully Integrated



Desktop – Import/Export

Desktop

Online

Slide48

Advantages of Using

No more paper answer sheets and bubblingNo more scanning and correcting errorsMuch reduced staff time and lower costsIncreased securitySeamlessly administers locator & pretestAutomatically assigns next testStudent sees score at end of test (optional)

Coming in PY15-16!Testing on multiple devicesWindows based computersApple based computersChromebook and iPadTablets and touchscreen

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Technology

Under Development in PY15-16WIOA InteroperabilitySharing co-enrollmentsExchanging common dataLinking regional partnersManaging common IDs

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Technology

How does TOPSpro Enterprise help local and state administrators?Local, regional and statewide is aggregatedAll data is auditable down to the student levelSkills performance can be compared at all levelsPrograms can be monitored in real time via the Internet

CASAS has entered into a strategic partnership with Burlington English as an official CASAS partner.Burlington English has developed an online blended learning system for adult ESOL learners that is strongly aligned with the CASAS system. For these reasons, it has been designated as an official CASAS preparation system. A report of a formal study of CASAS test results by adult ESL students using Burlington English is forthcoming.

CASAS Recommendation for training:“It is recommended that all staff responsible for administering, scoring and interpreting test results complete CASAS Implementation Training which is available online at no cost.”

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CASAS Training

Two options for initial training:Attend an Implementation Training conducted by a Florida certified state CASAS trainer.If there is no state trainer in your district, request information about availability of state trainers from CASAS or FL DOE (Phil Anderson -- Philip.Anderson@fldoe.org). Two steps to get trained online: training.casas.orgComplete the CASAS online Implementation Training at training.casas.orgComplete the FL State Policy online module on the Florida Institute for Professional Development of Adult Educators website: www.floridaipdae.org Recertify with Beyond Implementation Training: training.casas.org

CASAS is collecting videos and stories to highlight youth and adult education and training success across the country.Share how CASAS has helped your learners or program. The challengeThe solutionThe outcome